description: k-12 gifted and · pdf fileplease refer to the aisd gifted and talented flow...

District Effectiveness Report

♦ General Function In accordance with TEA guidelines, the AISD gifted and talented (GT) program meets or exceeds"recognized" status as outlined in the plan for identification/assessment, curriculum, and professionaldevelopment to deliver a rigorous curriculum that meets the academic and social/emotional needs of the GTlearner.

♦ Structure IDENTIFICATION AND ASSESSMENT. The goal of identification and assessment in the GT program is:

• To implement and monitor a consistent and equitable gifted identification and assessment policy andprocedure. Please refer to the AISD Gifted and Talented Flow Chart by clicking on the link below.

GT Flowchart• To communicate to AISD staff, students and parents the AISD Gifted and Talented Policy and

Procedures as well as the timeline of implementation. Please refer to the brochure: "How do I Get into GT?"by clicking on the link below.

Brochure: How Do I Get Into GT?• To provide and implement gifted assessment periods as follows: Summer - new students; September -

continuation of new students; December - district-wide CogAT screening (a cognitive abilities test) at campuslevel of all kindergarten and second grade students; February - phase two screening of kindergarten who metCogAT prescreen; March - open screening to grades 4-11 CogAT; April - final phase two screening ofstudents who met CogAT prescreen; May - individual review allows for alternative aptitude screening.

Description: K-12 Gifted and Talented

Gifted and Talented Programs




♦ Structure (Cont'd) STAFF DEVELOPMENT. The goal of staff development is to provide continuous and ongoing professionaldevelopment of the required initial 30 hour GT training as well as the annually required six hour GT updates.Additional gifted and talented trainings are provided throughout each school year.

CURRICULUM. The goal of curriculum in the GT program is: • To provide a rigorous TEKS-aligned K-12 gifted curriculum. Students are served by the following

instructional settings: Elementary AIM K-6; Humanities 7th-8th; Secondary Phoenix 9-12; and SecondaryIB/GT 11-12. • To provide a dedicated curriculum K-12 which supports and extends the regular classroom. Elementary

gifted are served through a weekly pull-out program. Middle School gifted are served through homogenouslygrouped English Language Arts/PreAP and Social Studies/PreAP integrated classrooms. Secondary giftedare served through a Humanities/PreAP/AP/IB approach within English/Language Arts (ELA) courses. All GTclassrooms support TEKS/TAKS.• Elementary GT programs utilize the Center for Gifted Education resources from The College of William

and Mary. Middle School programs utilize Pre-AP strategies through integrating English Language Arts andSocial Studies. High School programs utilize Advanced Placement strategies in a Humanities approachthrough English Language Arts.

Funding: The GT program is funded through the regular Maintenance and Operations budget. Statefunds are received for 5% of the G/T enrollment which equals $340,000 for the 2008-09 year. Please see thechart for the 2008-09 Expenditures per Student by clicking the link below:

2008-09 Expenditures Per Student




♦ Staffing Each elementary campus has one designated gifted specialist which currently equals 18 teachers with somejob sharing. Each middle school 7th and 8th grade team has one gifted specialist in English/Language Artsand one social studies teacher which currently equals 12 middle school GT teachers. Lowery FreshmanCenter has one gifted specialist. AHS has three Phoenix gifted specialists and one InternationalBaccalaureate specialist.

♦ Students Served 2008-2009. 1,880 students are identified as gifted and talented which is 11% of the current AISD studentpopulation. Please refer to the 2008 GT Stats Percentage to Campus Chart by clicking the link below.

2008 GT Stats % to Campus Chart


♦ EffectivenessThe Gifted and Talented program assesses effectiveness through the following measures:

Gifted and Talented rigorous academic programs provide support to the classroom and content-area TAKSPlease refer to the Elementary TAKS Commended Chart and Secondary TAKS Commended Chart by clicking thelinks below.

Elementary TAKS Commended Chart

Secondary TAKS Commended Chart

Gifted and Talented identification and assessment policy and procedures offer clear, consistent, and equitableaccess for all students. Please refer to the Ethnic Student Groups Comparison Charts link below.

Ethnic Student Groups Comparison Charts

Current enrollment in IB/GT: Seniors in IB/GT - 23 with 14 of them full diploma candidates; Juniors in IB/GT - 18with 13 of them full diploma candidates.

AP/GT Phoenix III Language AP Exam: 88 students tested and 88% of the students passed with a score of "3" orbetter. AP/GT Phoenix IV Literature AP Exam: 49 students tested and 83% of the students scored with a "3" orbetter. IB/GT 18 students tested and 17 students passed IB English Language HL (a two year course) and threewere National Merit Scholars.

Quality Effectiveness Indicators



Quality Effectiveness Indicators


♦ Efficiency Gifted and Talented has a designated timeline with specific assessment periods communicated to campus andparents. The Gifted and Talented web site is continuously updated with current testing information.

♦ Compliant The Allen ISD Gifted and Talented program is compliant with the TEA Texas State Plan for Gifted. The TEA TexasState Plan can be viewed at the following link: http://www.tea.state.tx.us/gted/GifTal.html A new TEA initiative,the Texas Performance Standards, is being implemented in 2008-2009 in grades 4, 8, and 11 as independent studyprojects for all gifted and talented students. Please refer to the brochure linked below for more information. TheGifted and Talented program is also compliant with all Allen ISD policies and regulations.

Texas Performance Standards Brochure

♦ Safe Through student, campus and parent feedback, students in the district's GT programs are offered a safeenvironment for learner's gifts and talents to develop in a homogenous setting with like peers.

♦ Professional Development The goal of staff development is to provide continuous and ongoing professional development of the required initial30 hour GT training as well as the annually required six hour GT updates. Additional gifted and talented trainingsare provided throughout each school year. To accommodate teacher's time and learning style we now offer inaddition to the summer GT Institute an online 30 Hour E-Course for teachers to earn their initial 30 hour GT training.

♦ Continuous Improvement As stated in the 2007-08 DER, the Gifted and Talented program works toward continuous improvement in thefollowing ways:

Gifted and Talented policy and procedures are continuously monitored by the GT District Selection Teamcomprised of campus gifted teachers, classroom teachers, and campus administrators.

Gifted and Talented K-12 teachers meet annually each summer to update, improve, and design instruction tosupport grade level TEKS/TAKS which promotes academic rigor and provides social and emotional support to theGT learner.

Gifted and Talented secondary courses utilize Pre-AP/AP strategies to prepare students for AP exams as anemphasis on college readiness.


We will continue to screen all kindergarten and second grade students using CogAT (aptitude) for gifted consideration inefforts to identify students who might not demonstrate giftedness in the classroom. Teachers are provided with trainingopportunities to understand strengths and challenges for each learner in their classroom via CogAT student profileinformation. We have fully implemented the Enrichment model at Boyd/Rountree as an approach to target students byproviding enriched instruction. This model has been effective for the past three years. It targets students in grades K-3using prior CogAT aptitude data and teacher recommendations to provide 45 minutes per week of enrichment instructionat selected campuses in hopes that this support will lead students on the path to GT identification. We will continue thismodel and study results to verify the trend of identification outcome. For the 2008-2009 school year we will beimplementing the Enrichment model at Vaughan to work to increase a better aligned gifted to general population.

We believe that the AISD identification and assessment for gifted and talented is a fair and equitable process for allstudents. We believe that AISD identified GT population continues to show growth in student groups aligned with districtstudent group populations as well as campus populations. Please refer to the Ethnic Yearly Comparison Table and the2005-2008 GT Program Stats by Campus Charts by clicking the links below.

Ethnic Yearly Comparison Table

2005-2008 GT Program Stats by Campus Charts

Evidence of Core Beliefs


We believe every child deserves the highest quality education.

We hold ourselves accountable to every child who walks through our door.




As we move into the implementation of TEA Texas Performance Standards Independent Study, students will beafforded opportunities to research and explore connections to their community particularly with secondary study whichencourages students to pursue their field of passion and connect to an expert in their field of study.

It is important that at each campus that a partnership between the gifted and regular classroom foster a sense ofcommunity for identified students by closely working together to afford these students opportunities to go beyond the"ceiling" and provide teachers with tools and best practices to make these opportunities possible.

We will continue to offer 30 hour GT Institute training to all new AISD teachers in an effort to equip teachers with giftedteaching strategies beneficial to all students. In addition, annual six hour updates will be offered at each campus. Wehave implemented an online E-Course offering as an alternative approach for teachers to earn their initial 30 GT traininghours.

We believe the development of leadership throughout the organization is critical to our success.

We believe the development of citizenship in all students is essential to a complete education.

We are responsible for building upon the sense of community we have inherited.




* Continue to provide a rigorous, aligned and advanced curriculum for identified gifted students K-12.

* Continue to monitor the success of secondary GT students enrolled in the Phoenix and IB/GT program and supportdifferentiation in the other content areas such as Advanced Math, Advanced Science, and Social Studies courseofferings.

* Continue to support staff development at the campus level to expand gifted "best practices" in the classroom.

* Continue to monitor the gifted identification process at each campus to ensure that 5% or more of the campuspopulation is being served by the GT program.

As stated in the 2007-08 DER, the vision for the future for the Allen ISD Gifted and Talented program is to continue to ensure that social/emotional andacademic needs of identified gifted learners are met through classroom instruction in which a specialist teacher provides rigorous and relevantcurriculum. We believe education for gifted students must constantly challenge students in order to develop their potential to become exceptionalcontributors to society.

Goals of the GT Programs are:

Vision for the Future in Gifted and Talented Programs

Allen Independent School DistrictGifted and Talented Program

Screening/Referral and Identification Information

AISD students may be nominated/referred for the gifted programs during the district’s prescreen and or annual nomination period to determine placement in the gi fted and talented programs. Nomination/screening forms are located in each campus office. Students who were in gifted programs in other districts/states will be screened at parent request for the AISD program. Parent permission is required to assess and place the students. Nominations may be dependent upon meeting prescreen qualifications.

I. Nomination/Referral Stage

II. Screening Stage

Students who were previously identified as gi fted in another district/state may submit cumulative records to be reviewed by GT Coordinator and or the District Selection

Committee*. If the scores are current** and meet AISD’s criteria, then additional assessment is not always necessary. In situations where there are no recent test scores, the student will

be included in the district-wide assessment in August for new students. If students enroll after the August testing, they will be included in the February prescreen and or May assessment.

1. Prescreening 2. Data Collection

Screening Calendar:August-

New students to AISDJanuary-

Kindergarten/Second GradeFebruary:

CogAT prescreenGrades 4-11

May-Final assessment

Grades 1-11

3. Parent Notification

4a. Aptitude Test (v erbal, non-v erbal,

quantitativ e)

4b. Achievement Test

4c. Parent/Teacher Checklists (avg.)

4d. Student Portfolio/Writing

IV. Identification Stage

The GT Coordinator will prepare student placement folders and District Selection Committee will meet to finalize the placement of students in the gifted program. Each of the assessments completed/scored during the screening stage provides an overall view of the student’s abilities. Each of the assessments is of equal

importance in determining whether or not a student meets the established district criteria.

V. Placement Recommendation Stage

If a student quali fies for the AISD gifted program, parents will be notified in writing of the committee’s

decision. Gifted programs for newly identified students will begin at the start of the new school

year. (Identified kindergartners will begin March 1 of the school year in which they are identified. )

If a student does not qualify for the AISD gifted program, parents will be notified in writing of the

committee’s decision. If new data becomes available, new data may be used for reassessment. Elementary K and 2nd grades are screened annually; grades 4 and

6 are eligible for additional screening. Secondary students are recommended to test alternating years.

Based on the results of steps 1, 2 & 3, the GT Coordinator will determine which students meet the criteria to continue to the assessment components in step 4. Notification of screening results will be given to parents whose children will not go on to the final assessment stage. NOTE: District wide screening takes place at kindergarten and second grade. Aptitude criteria: 97 Age NPR

III. Assessment Stage

*Comprised of trained GT teachers & district Gifted Coordinator

**Aptitude & Achievement scores 2 years old or less

Individual Review: Request for students who do not meet CogAT will be administered NNAT.

HOW IS AISD IMPLEMENTING TPSP?

By integrating into elementary AIM, middle school Humanities, and secondary Phoenix/IB gifted and talented TEKS-based curriculum, students will be participating in TEA independent research projects at grades 4, 8, and 9/10/11 for 2008-2009 school year.

WHAT ARE THE TPSP TASKS?

GRADE 4 THE GIFT OF AGE – ELA INNOVATION CELEBRATION - INTERDISCIPLINARY MATH AROUND TOWN - MATHEMATICS ENIGMAS - SCIENCE WE ARE TEXAN - SOCIAL STUDIES OPENING DOORS - GUIDE FOR INDIVIDUAL PROJECT

GRADE 8 Figure It Out! – Mathematics Analyzing Awesome Authors - ELA Challenging the System - Science Sudden Impact - Social Studies Time Travel - Social Studies/ELA The World Is Yours! - Guide for Individual Project SECONDARY/EXIT LEVEL (GRADES 9/10/11) The development of research skills and opportunity for independent study will provide students with the use of sophisticated and advanced research methods and the use of technology appropriate to the field of study, resulting in learning that is demonstrated through products or performances which are appropriate for and comparable quality to those in the field of study. The components of the independent study include the development of research skills, an abstract, and a product/ performance, and/or a presentation to be completed during junior year.

We believe education for gifted students must constantly challenge students in

order to develop their potential to become exceptional contributors to society.

*Challenging *Creating *Collaborating *Contributing… Today and Tomorrow

Texas Performance Standards Project

ALLEN ISD Gifted and Talented Mission Statement

To implement a program that

meets the unique social, emotional and intellectual needs of gifted and

talented students through the collaboration of students,

educators, parents and community members to ensure opportunities

for maximum growth and development for life-long success.

Texas Education Agency Gifted and Talented

Allen ISD Gifted and Talented

The TPSP is a statewide standards and assessment system

you can use to capture the high levels of achievement of gifted and talented students. The goal of the

TPSP is for students to create work that reflects the high level

quality that the Texas State Plan for the Education of

Gifted/Talented Students requires. Student projects are TEKS-based

and focus on the core content areas

of English language arts, mathematics, science, and social

studies with interdisciplinary connections.

Barbara MyerGIFTED AND TALENTED

COORDINATOR 612 E. Bethany Drive

Allen TX 75002 972-727-0511

HOW IS AISD IMPLEMENTING TPSP?

By integrating into elementary AIM, middle school Humanities, and secondary Phoenix/IB gifted and talented TEKS-based curriculum, students will be participating in TEA independent research projects at grades 4, 8, and 9/10/11 for 2008-2009 school year.

WHAT ARE THE TPSP TASKS?

GRADE 4 THE GIFT OF AGE – ELA INNOVATION CELEBRATION - INTERDISCIPLINARY MATH AROUND TOWN - MATHEMATICS ENIGMAS - SCIENCE WE ARE TEXAN - SOCIAL STUDIES OPENING DOORS - GUIDE FOR INDIVIDUAL PROJECT

GRADE 8 Figure It Out! – Mathematics Analyzing Awesome Authors - ELA Challenging the System - Science Sudden Impact - Social Studies Time Travel - Social Studies/ELA The World Is Yours! - Guide for Individual Project SECONDARY/EXIT LEVEL (GRADES 9/10/11) The development of research skills and opportunity for independent study will provide students with the use of sophisticated and advanced research methods and the use of technology appropriate to the field of study, resulting in learning that is demonstrated through products or performances which are appropriate for and comparable quality to those in the field of study. The components of the independent study include the development of research skills, an abstract, and a product/ performance, and/or a presentation to be completed during junior year.

We believe education for gifted students must constantly challenge students in

order to develop their potential to become exceptional contributors to society.

*Challenging *Creating *Collaborating *Contributing… Today and Tomorrow

Texas Performance Standards Project

ALLEN ISD Gifted and Talented Mission Statement

To implement a program that

meets the unique social, emotional and intellectual needs of gifted and

talented students through the collaboration of students,

educators, parents and community members to ensure opportunities

for maximum growth and development for life-long success.

Texas Education Agency Gifted and Talented

Allen ISD Gifted and Talented

The TPSP is a statewide standards and assessment system

you can use to capture the high levels of achievement of gifted and talented students. The goal of the

TPSP is for students to create work that reflects the high level

quality that the Texas State Plan for the Education of

Gifted/Talented Students requires. Student projects are TEKS-based

and focus on the core content areas

of English language arts, mathematics, science, and social

studies with interdisciplinary connections.

Barbara MyerGIFTED AND TALENTED

COORDINATOR 612 E. Bethany Drive

Allen TX 75002 972-727-0511

and a product/ performance, and/or a presentation to be completed during junior year.

gdevelopment for life-long success.

mathematics, science, and social studies with interdisciplinary

connections.

Texas Performance Standards Project Grade 4

The fourth grade TPSP includes five performance tasks that teachers can use with students. The tasks, designed to generate excitement for learning, are open-ended, authentic, and student-centered. Each task consists of learning experiences that help students build their research skills and knowledge of the subject. Student projects are assessed in the areas of product, research process, and communication

Texas Performance Standards Project Secondary/Exit Level (9/10/11)

At the secondary level, gifted and talented students garner all the resources they have fine-tuned over their K-12 education to design an independent study that is individualized and based on a topic of their choosing.

Texas Performance Standards Project Grade 8

The eighth grade TPSP includes five performance tasks to use with students. The tasks are TEKS-based and are available in social studies, science, mathematics, and ELA with interdisciplinary connections. The tasks, designed to generate excitement for learning, are open-ended, authentic, student centered and provide for more independentcommunication.

The fourth grade project has two components:*Phase I, Learning Experiences, is a suggested series of TEKS-based lessons and performances to be used in large groups, in small groups, and/or individually. Phase I allows students to work with advanced content and processes through a discipline-based research model. Phase I is developmental and formative.

*Phase II, Independent Research, students utilize and extend their learning from Phase I to develop a product. The product provides students with opportunities to synthesize learning, apply knowledge to a novel situation, and provide an advanced, high-quality demonstration of the student's knowledge and skills. 1.Phase I, Learning Experiences, is a suggested series of TEKS-based lessons and performances to be used in large groups, in small groups, and/or individually. Phase I allows students to work with advanced content and processes through a discipline-based research model. Phase I is developmental and formative. 2.In Phase II, Independent Research, students utilize and extend their learning from Phase I to develop a product

During the final phase of the independent study, students create a unique product, performance, or presentation that is research-based and of high quality.

The TPSP provides an opportunity for students to explore their areas of interest as a continuation of the curriculum established for them within the AP or IB programs. Such an in-depth study may impact students' future studies, career plans, and life paths.

student-centered, and provide for more independent research work and solutions. Each task consists of learning experiences that help students build their research skills and knowledge of the subject. Student projects are assessed in the areas of product, research process, and communication.

The eighth grade project has two components:*Phase I, Learning Experiences, is a suggested series of TEKS-based lessons and performances to be used in large groups, in small groups, and/or individually. Phase I allows students to work with advanced content and processes through a discipline-based research model. Phase I is developmental and formative.

* Phase II, Independent Research, students utilize and extend their learning from Phase I to develop a product. The product provides students with opportunities to synthesize learning, apply knowledge to a novel situation, and provide an advanced, high-

extend their learning from Phase I to develop a product. The product provides students with opportunities to synthesize learning, apply knowledge to a novel situation, and provide an advanced, high-quality demonstration of the student's knowledge and skills.

quality demonstration of the student's knowledge and skills. Additional Web Resources:

http://www.tea.state.tx.us/gted/GifTal.html

http://www.texaspsp.org/

http://www.texaspsp.org/toolkit/GT_Teacher_Toolkit.html

AISD Fall 2008 District Gifted and Talented 1,880 - 11% as of 11/7/08

AHS, 458, 12%

Low ery, 144, 12%CMS, 85, 11%

FMS, 120, 14%

EMS, 171, 17%

AndersonBolinBoonBoydChandlerEvansGreenKerrMarionNortonR d

Vaughan, 31, 5%

Story, 72, 9%

RT, 31, 6%

Reed, 50, 7%

Norton, 73, 12%

Marion, 77, 8%

Kerr, 66, 10%Green, 89, 12% Evans, 54, 10% Chandler, 57, 9%

Boyd, 29, 5%

Bolin, 68, 9%

Anderson, 94, 10%

Boon, 111, 12%

ReedRTStoryVaughanEMSFMSCMSLow eryAHS

3rd R di

3rd 3rd 4th R di

4th 4th 4th 4th W iti

5th R di

5th 5th 6th R di

6th

2007 Math Math 2007 Reading Math Math 2007 2007 Math 2007 2007 Math 2008

Anderson 100% 94% 95% 94% 100% 79% 100% 84% 89% 63% 86% 94% 86% 100% 86% 94% 100% 94% 100% 100%

Bolin 71% 82% 86% 91% 92% 88% 92% 88% 92% 75% 89% 80% 100% 93% 100% 100% 100% 89% 100% 100%

Boon 100% 90% 92% 83% 95% 94% 89% 94% 95% 69% 92% 90% 100% 86% 58% 91% 94% 100% 94% 94%

Boyd 83% 75% 83% 50% 100% 75% 80% 100% 80% 75% 66% 100% 88% 50% 88% 100% 83% 100% 100% 100%

Chandler 90% 100% 80% 80% 83% 58% 100% 83% 83% 75% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100%

Evans - - - - - - - - - - - - - - - - - - - -

Green 100% 100% 93% 84% 85% 92% 59% 75% 83% 85% 93% 91%% 93% 100% 93% 92% 88% 92% 97% 92%

Kerr 91% 100% 82% 100% 100% 100% 100% 100% 63% 100% 100% 90% 100% 100% 80% 80% 100% 100% 100% 86%

Marion 93% 100% 93% 100% 88% 93% 100% 87% 86% 53% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100%

Norton 91% 100% 91% 88% 75% 91% 100% 73% 83% 80% 77% 90% 100% 100% 100% 91% 100% 93% 100% 100%

Reed 100% 100% 88% 78% 83% 82% 83% 73% 83% 36% 90% 90% 100% 100% 80% 100% 100% 100% 88% 82%

Rountree 83% 100% 83% 83% 66% 67% 100% 83% 66% 83% N/A 100% N/A 100% N/A 100% 100% 100% 100% 100%

Story 76% 91% 69% 91% 85% 75% 57% 67% 57% 58% 75% 70% 100% 90% 66% 100% 100% 82% 100% 100%

Vaughan 100% 83.30% 100% 100% 100% 100% 100% 89% 75% 56% 73% 89% 100% 100% 100% 100% 100% 100% 93% 100%

Elementary Gifted and Talented Commended Percentages TAKS 2007-2008

3rd Reading 2008

4th

Writing 2008

5th

Reading 2008

5th Math 2008

5th

Science 2008

6th

Reading 2008

6th Math 2008

Secondary Gifted and TalentedIdentified GT Students Who Met Commended 2006-2007

7th

Reading 2006

7th

Reading 2007

7th Writing

2006

7th

Writing 2007

8th

Reading 2006

8th

Reading 2007

8th Social Studies

2006

8th

Social Studies

2007

ELA 2006

ELA 2007

Curtis 80% 86% 92% 86% 82% 97% 90% 90% - -

Ereckson 76% 78% 88% 82%

90% 95%

96% 95%

- -

Ford 77% 89%

79% 83%

93% 95%

96% 98%

- -

Lowery 9th - -

- -

- -

- -

71% 71%

Allen HS 10th - -

- -

- -

- -

49% 64%

Allen HS 11th - -

- -

- -

- -

60% 81%

Secondary Gifted and TalentedIdentified GT Students Who Met Commended 2006-2007

7th

Reading 2006

7th

Reading 2007

7th Writing

2006

7th

Writing 2007

8th

Reading 2006

8th

Reading 2007

8th Social Studies

2006

8th

Social Studies

2007

ELA 2006

ELA 2007

Curtis 80% 86% 92% 86% 82% 97% 90% 90% - -

Ereckson 76% 78% 88% 82%

90% 95%

96% 95%

- -

Ford 77% 89%

79% 83%

93% 95%

96% 98%

- -

Lowery 9th - -

- -

- -

- -

71% 71%

Allen HS 10th - -

- -

- -

- -

49% 64%

Allen HS 11th - -

- -

- -

- -

60% 81%

0

0.05

0.1

0.15

0.2

2005 6.09%

200610.54%

200712.71%

200816.60%

GT Asian Student Group 2005-2008

0 02

0.03

GT African-American Student Group 2005-2008

0

0.01

0.02

20052.33%

20062.36%

20072.88%

20082.93%

0

0.01

0.02

0.03

0.04

0.05

20053.69%

20063.64%

20074.49%

20084.84%

GT Hispanic Student Group 2005-2008

0

0.002

0.004

0.006

0.008

0.01

0.012

20050.84%

20061.02%

20070.86%

20080.74%

GT Indian Student Group 2005-2008

GT White Student Group 2005-2008

0.65

0.7

0.75

0.8

0.85

0.9

200587.05%

200682.43%

200779.07%

200874.89%

2005-2006 Total Identified GT by Campus

2005-2006% of Campus Identified GT


2006-2007 % of Campus Identified GT


2007-2008 % of Campus Identified GT

2008-2009 Total

Identified GT by

Campus

2008-2009 % of

Campus Identified

GT

Anderson 66 7% 77 8% 86 9% 94 10%

Bolin 80 8% 61 8% 54 6% 68 10%

Boon 61 10% 77 10% 96 11% 111 12%

Boyd 22 4% 23 4% 31 5% 29 5%

Chandler na na 29 6% 39 7% 57 9%

Evans na na na na na na 54 10%

Green 109 14% 104 13% 90 12% 89 12%

Kerr 34 6% 52 7% 78 9% 66 10%

Marion 48 6% 50 6% 61 7% 77 8%

Norton 52 10% 61 11% 59 9% 73 12%

Reed 43 8% 48 7% 45 7% 50 8%

Rountree 14 3% 16 3% 37 6% 31 6%

Story 59 7% 65 8% 56 7% 72 10%

Vaughan 62 9% 45 7% 41 7% 31 5%

Curtis 105 12% 70 11% 89 13% 85 12%

Ereckson 150 19% 172 20% 171 19% 171 18%

Ford 121 13% 77 9% 108 13% 120 14%

Lowery 165 13% 134 12% 178 15% 144 12%

AHS 375 11% 404 12% 420 12% 458 13%1566 1565 1739 1880

TOTAL AISD ENROLLMENT: 17,509TOTAL GT SERVED: 1,880

2005

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Ethn

icity

Asian 1210 7.00% 94 6.09% 1,506 9.16% 165 10.54% 1,811 10.58% 221 12.71% 2,100 12.00% 312 16.60%African American 1494 9% 36 2.33% 1,705 10.37% 37 2.36% 1,834 10.71% 50 2.88% 1,940 11.08% 55 2.93%Hispanic 1793 11% 57 3.69% 1,988 12.09% 57 3.64% 2,098 12.26% 78 4.49% 2,237 12.78% 91 4.84%Indian 85 0.10% 13 0.84% 97 0.59% 16 1.02% 112 0.65% 15 0.86% 128 0.73% 14 0.74%White 11209 71% 1344 87.05% 11,147 67.79% 1,290 82.43% 11,263 65.80% 1,375 79.07% 11,099 63.41% 1,408 74.89%

TOTAL 15,791 1544 10% 16,443 1,565 9.52% 17,118 1,739 10.16% 17,504 1,880 10.74%

Ethnic Totals - Identified Gifted and Talentedas at 11/7/08

Total Expenditures: $1,598,844

Gifted & Talented

Students Enrolled: 1,880

$850 per student

description: k-12 gifted and · pdf fileplease refer to the aisd gifted and talented flow...

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